Review of D. Rose & J. R. Martin, 'Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School' Uth Yorkshire, Bristol: Equinox, 2012. pp. x, 357

Abstract

'Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School' is an invaluable resource that sheds light on the theoretical foundations and historical development of the genre pedagogy of the Sydney School. The book consists of six chapters. The first chapter provides the reader with historical and theoretical roots of the pedagogy. The following three chapters focus on the three developmental phases of the Sydney school from the 1980s to 2000, and beyond. The last two chapters adopt a pedagogical perspective that equips the reader with a metalanguage focusing on the terminology in helping teachers to teach literacy and design literacy programs.